Switching from AO to 3 HOD Guides and AO or HOD Books for DITHOR/Storytime?

Dear Carrie

How can I best switch from AO to 3 HOD Guides? Should I try to use my AO Books for DITHOR and Storytime?

I’m switching from Ambleside Online to Heart of Dakota. I need something laid out for me and with more handholding. I’ll be doing 3 different HOD guides. I’ll be using Saxon math with my children, and I’m pretty sure that will add time to the day. I’m thinking of using my AO books for Storytime and DITHOR, but matching them could be cumbersome! So, how can I make my day with 3 guides flow smoothly? How can I – or should I – use my AO books for Storytime/DITHOR? Or should I use HOD books instead? I guess those are my questions for now! We’re very excited to start this curriculum, and my children are really looking forward to crafts and experiments!


“Ms. Please Help Me Switch from AO to 3 HOD Guides”

Dear “Ms. Help Me Switch from AO to 3 HOD Guides,”

I will share a few things that will make your year go much better! First, let me begin by having you read a previous post. In this post, I shared about my own journey with Ambleside Online with my oldest son. The reason I share this is because it will help you better understand the suggestions I am going to make. Simply click here and scroll down to read my post.

By substituting AO titles for Storytime, you’ll miss important connections to history.

Now that I’ve qualified my next comments, I’m going to suggest you not spend time matching Ambleside Online’s books to Storytime. Storytime HOD books were chosen specifically for the age and listening level of the HOD guide. They were also chosen to add a needed element to the history study done at that time in the guide. Often Storytime books are scheduled to add another point of view or differing perspective. Or, they may be scheduled to bring to life a little known aspect of the time period that is needed to better understand it. Or, they may be chosen to bring forth a spiritual awareness of the time period and to bring the listener closer to the Lord, sharing ways of dealing with trials and tribulations in a God-honoring way. By substituting other titles, you’ll miss important connections that will bring your study of history to life!

Heart of Dakota books were specifically chosen to fulfill a special purpose within the curriculum.

I have one question for you to weigh before substituting an AO book. It is whether the book list from Ambleside Online is so exceptional that it needs to be substituted in place of HOD books that were specifically chosen to fulfill a special purpose for each part of the HOD curriculum. This is an important question! While I do feel that some of the AO books were very good (and we do use those books along the way within our curriculum), I was less sure of the stellar qualities of some of the other books we read through AO. Keep in mind that only some of the books on the AO list were actually ones selected by Charlotte Mason. Additionally, it’s good to note that Charlotte Mason did not have access to the wealth of reading material that we have available today.

Heart of Dakota is a mix of the old and the new! I spent much time sifting and sorting to find a good balance.

I do know from what I’ve read that Charlotte Mason spent extensive time choosing books each year for her students to read. That was where her focus always was! I think she might be surprised to discover that we aren’t using some of the newer wonderful book selections and instead are simply continuing to pick off of her older book lists! What we schedule within HOD books are a mix of the old and the new. We spend much time on the book selection process, sifting and sorting to find the very best mix. The emphasis is always on the books. If you try what we have scheduled I think you will be pleasantly surprised.

AO’s book selections require more time to process because they are consistently very difficult.

Through my years with AO, I found that the book selections were consistently very difficult. They required much time to process. While that was fine when doing only a few books each year as AO had scheduled, by the time we add in the volume and richness of the HOD program, to add an AO book on top of it would be expecting way too much. To do that would be replacing a book that was meant to function in one way with a book that was meant to function a different way in a different curriculum.

The less substituting you do, the more the program will function the way it was designed.

You will discover as you do HOD (and probably did discover as you did AO) that both of our guides are so much more than just a book list. They are a philosophy or a way of learning. While within AO, each book has a specific place and a specific purpose, the same is true within HOD. This means that the less substituting you do, the more the program will function the way it was designed. This makes for less stress and more enjoyment all the way around.

With DITHR, we are having the child think critically about the story, and if the reading is really difficult as well, the lessons become too hard too fast.

While you could use some of the free reads from AO with DITHR, I wouldn’t be very quick to plug too many of those titles into DITHR either. The books on the free reading list for AO are very advanced and often are scheduled way too young, in my opinion. Yes, the child may be able to read a book like that at the age suggested, but how much richer would his/her experience be with the book if he waited until he was a bit older?

Also, keep in mind that with DITHR we are having the child really think critically about the story and draw out connections and themes. This is not easy to do and if on top of that a really difficult book is added to read at the same time, the lessons will become too hard too fast. When using DITHR at first, it is better to error on the side of the book being too easy, rather than too hard, simply because of the extra mental work required to complete the DITHR exercises!

Some AO books are wonderful and are included in DITHR packs, but others have some issues.

Some of the AO books are wonderful, and as such we have included them within our DITHR packs already. But others on the AO list have issues, which we discovered as my older son was reading them. I found that simply being on the AO list did not guarantee that a book was great. It did not mean I could hand the book to my child without pre-reading! While you may potentially have some issues with HOD books as well, we make every effort within our guides to warn you of those upcoming issues. We hope to leave you with less or no pre-reading to do. I think you will also find that the balance of HOD books within our DITHR packs help your year with DITHR flow better, as the books are chosen to create an ebb and flow as to difficulty, length, and content throughout the year.

So, I’d encourage you to do HOD if you’ve decided to do HOD!

So, I would encourage you that if you have decided to do HOD, to do HOD. Try your best to stick with the suggestions and the scheduling we make. Make good use of your AO books for free-reading or family read aloud time, but don’t spend tons of time trying to plug them into an HOD guide.

I’d highly recommend sticking with the plans the way they are written as much as possible.

As far as teaching the guide goes, I would highly recommend sticking with the plans as close to the way they are written as possible. Routinely shifting boxes to other days or making a schedule that takes the plans apart will quickly result in losing both the flow and the ease of use of the guide. When we talk to families who have left HOD and then returned, they always share that they did too much substituting and too much moving of boxes and randomly moving through the guide. This seems to be a pitfall for those who aren’t successful with HOD. When families return, they often share with us their goal to stick much closer to the plans.

I suggest trying hard to complete a day of plans within a day to keep connections strong.

So, I suggest trying hard to complete a day of plans within a day. If you do have to slow down, split one day of plans over two days as needed. I’ve had to do this for seasons myself! But try not to move boxes from various parts of the plans to an extra day at the end. Each day is specifically written to make connections among the boxes of plans on that day. Moving boxes means the connections fall apart and the plans begin to feel random and fall apart too.

Teaching multiple guides is harder to do when you add or substitute resources, as precious teaching time is lost.

You can do 3 guides, as we have done 4 at our house for years. But, I have to honestly say I couldn’t have done 4 guides if I had done many of the things being pondered here. This is because adding and substituting resources takes time to plan, which often results in precious teaching time lost. It also means that no one can just open their guide and go for the day (including you). Moving boxes to different days takes time to plan and manage, and again now no one can just open their guide and know what to do today. It also makes the program feel random as the connections are lost. Adding a time intensive math program for multiple students will really add time to your day.

I would recommend using Singapore Math with your youngers if at all possible.

With this in mind, I would look carefully to see if any of your kiddos could benefit from Singapore math. It is easier to start a child in Singapore math when they are younger. Perhaps, you could do Singapore with your younger kiddos and just do Saxon with your older child or children. These are all things to consider, to keep your day manageable and your teaching time in line.

We do have many families using HOD successfully with different math or grammar programs; just bear in mind the time these changes add to your day.

Of course, you may feel differently and as the teacher you will need to make your own decisions. We do have many families successfully use HOD with a different math or grammar program. We do have families select their own books for DITHR and thrive with the program. You’ll just need to bear in mind how much time each of these changes are adding to your day or whether the substitutions are making your day go very long.

I want you to have every opportunity to enjoy HOD, so hopefully these thoughts will be a help to you!

I pray these thoughts will be of use to you as you ponder what is best for your family. I’ve learned the things I am sharing with you the hard way, in the trenches from years in the classroom and years schooling my own kiddos with HOD. I just want you to have every opportunity to enjoy HOD with your kiddos and not get overwhelmed.




Will it be too much to do DITHOR and Storytime in Bigger Hearts?

Dear Carrie

In Bigger Hearts, will it be too much to do Drawn into the Heart of Reading and Storytime?

Dear Carrie,

My 9 year old is doing Heart of Dakota‘s Bigger Hearts. He started the Emerging Reader’s Set (ERS) last year. He’ll finish it soon. (I took longer, lack of consistency on my part)! Anyway, I want him to grow into a stronger reader. I hear Drawn into the Heart of Reading is both interesting and enjoyable! However, I currently read aloud the Bigger Hearts Storytime books. We are on historical fiction now and enjoying it very much.  I certainly don’t want that to end. Can I do both DITHOR and Storytime, or will that be too much? Is it practical to be reading two different genres at the same time? Like him reading biography while I’m reading historical fiction to him? Or him reading his own fantasy book while I am also reading a different fantasy book? Thanks!


“Ms. Please Help Me Understand DITHOR and Storytime in Bigger Hearts”

Dear “Ms. Please Help Me Understand DITHOR and Storytime in Bigger Hearts,”

Since your son is 9, we would plan for him to be heading into DITHOR after the Emerging Reader’s Set is done. If you don’t plan to use DITHOR, then we would be expecting you to be choosing a different reading program in its place to make sure that he is getting the skills that are required in the area of reading state standard-wise. The area of reading has many standards that are to be met, and those standards include understanding, discussion, and analysis of character, plot, setting, mood, comparison/contrast, theme/moral, rising action, prediction/inference, and so on.

One aspect of understanding literature is knowing the genres, and another more important aspect is knowing moral discernment while reading.

Another aspect of understanding literature is knowing the various genres and what makes a certain type of book a certain genre.   These areas of literature do not typically come up in regular discussion unless you plan specifically to talk about them and address them within your child’s daily reading. But, an even more important component we feel with reading instruction is that of teaching moral discernment in light of the Bible as kiddos read. This is another aspect that DITHOR addresses, which often does not come up in regular conversation as much as we’d like, without it being planned within the day.

Bigger Heart’s Storytime covers needed reading standards, with a focus on applying these standards to books they are listening to as read alouds.

Bigger Heart’s Storytime does have a mini-DITHOR planned within it, which serves two purposes. One is that it covers the needed reading standards that I’ve mentioned above for students who may still be doing the Emerging Reader’s Set. Two is that it focuses on applying these reading skills and standards to books that the children are listening to as read-alouds. This is different than applying these skills to books students are reading on their own. Listening to a book read aloud and reading on one’s own are two different skills of reading.

Students that complete the ERS are to move up to DITHOR next.

So, as soon as kiddos complete the Emerging Reader’s Set, we are expecting that they are heading into DITHOR (unless they happen to be younger than 7). If the child is younger than 7, then it would be alright to ease into DITHOR slowly (as the state standards for reading are not as exhaustive or in-depth for a child of that age).

Having children simply reading silently alone will not address state standards.

While every state is different, all states do have set standards in reading that are along the lines I’ve mentioned above. Once you get to our guides from Preparing Hearts on up, we no longer do a mini-DITHOR in the Storytime box. At that point it is really important to be doing DITHOR or something comparable, or you’ll be missing needed literature/reading instruction. Simply having your children silent reading on their own does not address the standards mentioned above.

At times we mention waiting on DITHOR, but this is the exception, not the rule.

While we do at times mention that families who are very busy or very large can wait on DITHOR until their children are a bit older, this would be the exception rather than rule. This is because very large families, or those who have extreme health issues, or those with heavy work situations must make choices between what they are able to accomplish in any given day. So, we are mindful of that in our recommendations, knowing each family is different. In your situation though, it sounds like your 9 year old is ready for DITHOR and with his age in mind, he will be in need of its instruction.


How can my son better comprehend Child’s History of the World?

Dear Carrie

How can I help my son better comprehend and enjoy Child’s History of the World?

Dear Carrie,

My 11 year old fifth grader is using Heart of Dakota‘s Preparing Hearts . He narrates Grandpa’s Box well, but he struggles to comprehend the reading of Child’s History of the World (CHOW) . The last time we read I had to go back and explain what was happening. He just can’t seem to follow it. I know many people rave about how easy and enjoyable CHOW is!  For this child, it just is not that way. We are hitting the section where there will be a lot of CHOW. I’m just not sure what to do. We’ve currently taken a break from it. He’s reading books he is able to engage with like Bound for Oregon. I’ve not heard or read anyone else having this particular struggle with this book. How can I help my son better comprehend and enjoy Child’s History of the World?


“Ms. Please Help My Son Better Comprehend and Enjoy Child’s History of the World”

Dear “Ms. Please Help My Son Better Comprehend and Enjoy Child’s History of the World,”

I can see wanting your son to better comprehend and enjoy Child’s History of the World (CHOW). While CHOW is a narrative telling of history, it’s important to remember that it is still a telling of history (meaning it is full of names, dates, and places that really raise the reading/listening level of the text)! This means that CHOW is a much more difficult book than a narrative story like Bound for Oregon. Both have their purposes.

The difference between narrative historical fiction books and narrative nonfiction history spines.

Books like Bound for Oregon are historical fiction, with one character who you stay with throughout the book. This makes it very easy to stay with the storyline without much effort. Books like CHOW are filled with different “characters” and places from history every single day. They are much more work to listen to attentively and harder to narrate from, because you really have to have cultivated the habit of attention to be able to narrate from a book where the characters and places are always changing! This is the habit we must seek to cultivate. You can see, as I’m sharing about the differences between the two types of books, that they are fulfilling two different sets of skills. So, to neglect one or the other type of reading means that the child will then be missing a whole set of accompanying skills.

We are gradually working a child up in their reading/listening level with books like CHOW.

Readings like CHOW are more similar to what children will be reading in history and science texts as they progress through their academic subjects (even though CHOW is much more narrative than a typical text). CHOW forces a child to grow and stretch as needed to be able to handle more difficult readings in this vein with each successive year. We are gradually working a child up in their reading/listening level gently guide by guide with books like CHOW, rather than making a huge jump in these areas when the child hits high school. Incremental steps are always better than a big, huge leap forward in requirements!

We expect the readings/listenings in CHOW to be challenging, but you can use a markerboard to help.

So, with this in mind, just be encouraged that we actually expect the readings/listenings in CHOW to be challenging. We expect the child to slowly gain in this area throughout the year. So, what should you do to help your child? First of all, it is a good idea to list any major names and places on a markerboard before the reading and read them aloud to your child, having him repeat them after you. This is something Charlotte Mason herself advocated.

Your child can read CHOW on his own and use the markerboard as a reference as he narrates.

Next, as your child is in fifth grade, you can have him read CHOW on his own. If he can read Bound for Oregon on his own, he can read CHOW on his own. It is often true that children narrate better when they read something themselves. It is true for me too! As your son gets ready to narrate, have the markerboard there for him to refer to the names and places as he narrates. Don’t jump in and explain the text to him, no matter how much you want to (as this actually helps you understand the text better but also means you are doing the work of sifting and sorting the information to make meaning, which is the work we need him to do)!

You can do the Preparing guide’s follow-ups after reading, making sure not to give personal commentary.

Then, do the follow-ups in the Preparing guide. Don’t embellish or give a bunch of personal commentary. I know this is hard, as it is second nature for us to want to share our own connections or summarize for the child, but instead let the child share (even if it is very painful or very short). Otherwise, you are truly getting in between the child and the reading. If he cannot figure out an answer to a question in the Preparing guide, both of you should skim the reading for the answer and then you can run your finger under it and have him read just that brief part out loud. Often, kiddos feel they are not getting the “right” answer, so they no longer want to share. They would just rather wait for you to supply the answer. This is an alternative to that.

You can have him narrate after reading a few pages at a time, if need be.

If needed, you can have him narrate after he’s read a couple of pages. Then, have him read a couple more and pause and narrate again. If he shares anything, find a way to compliment him. Work to compliment his answers rather than asking for more information right now. Even a sentence or two is alright when you are learning a new skill. You could just respond, “Oooh that sounds interesting!” Or, “Really? I didn’t know that!” Or, “Wow, I had no idea that _____ (and then repeat back a bit of what he said)!” Or, “That sounds exciting!” Or, “I never knew that _____ (and share a bit of something he mentioned). Or, “Oh that makes me want to know more!” Or, “Now, you’ve got me wondering what will happen next. I’ll be interested to hear more about this as you keep reading!”

He is seeking your approval, and he needs to be able to share his own connections without worrying about being ‘wrong.’

It will come, but it won’t happen overnight. Right now he is in the stage where he is seeking your approval, trying to find the answer that you feel is “right”.  All children do this when the material is difficult. He has to learn the freedom to share his own thoughts and connections, as he grapples with difficult material, without worrying he’ll be wrong.

In Short…

So, in short, I’d go over the names and places on the markerboard before he reads (making sure he repeats them to you before starting so he has proper pronunciation). Next, he should read CHOW on his own, pausing every couple of pages to share a sentence or two narration about what he read. Compliment his sharing, whatever it is, and don’t ask for more right now. After reading a couple more pages, he should share again (just a couple sentence narration). Don’t prod for more – just compliment.

Last, do the follow-up in the guide. Don’t add to the follow-up with commentary, just do what is there. Help him skim for answers if needed. Run your finger under the answer for him in CHOW to read it aloud, but don’t answer for him. If he doesn’t share much, do not have him reread. Just keep moving forward each day, keeping the lessons short and sweet. You will see progress, but it will take up to 9 weeks. So, be patient! Just know the growing pains you are experiencing are expected, and you’re not alone.


Update from “Ms. Please Help My Son Better Comprehend and Enjoy Child’s History of the World:”

Dear Carrie,

I wanted to let you know how it is going. I now only write a few names on the markerboard as I realized that a lot of the big/unfamiliar names have pronunciation keys right in the book. So, we just look over those before we start. He reads 2 pages (with me sitting right there) and then narrates what he has connected to in that section. He then goes on and reads the rest of the chapter and narrates again at the end.

I am excited and amazed that reading it this way, he is starting to connect with this book!!! He is picking up on the little funny things that Hillyer notes about the characters. For example, he got quite a kick out of Socrates’ wife dumping water on his head. He even got Socrates’ pithy little response, “After thunder, expect rain.” That’s amazing for him! I am thrilled that we have continued on with this and have found a way to help him read, enjoy and learn from CHOW. Thanks, again, Carrie, for your specific helps that have helped me approach this from a different perspective.


“Ms. Please Help My Son Better Comprehend and Enjoy Child’s History of the World”






World Geography for Open-and-Go, or Revival to Revolution for Best Placement?

Dear Carrie

Should my son do World Geography to keep it open and go, even though he places best in Revival to Revolution?

I’m a mother of 7 children. We use Heart of Dakota with all of our children. We tried some different things with our 13 year old son, and we’re so glad to be back! My son is finishing up Resurrection to Reformation. He didn’t do the extensions.  He’s using Revival to Revolution’s physical science.  We didn’t do RTR’s IEW writing. (Failure on my part!) In truth, he hasn’t had much formal writing. He will be 14 in August. This next year will be his freshman year, and I’d like him to use Revival to Revolution. I love HOD’s open and go feature. When I consider the things we’ll need to modify, I start to panic that it won’t get done. So, my question is, should my son do World Geography, even though he places best in Revival to Revolution, so we could keep the open and go aspect?


“Ms. Choose Between Open-and-Go World Geography or Better Placement Revival to Revolution”

Dear “Ms. Choose Between Open-and-Go World Geography or Better Placement Revival to Revolution,”

If you are finding RTR to be a good fit for your son, then it may be wise to move into Revival to Revolution for his 9th grade year. Since he hasn’t had much in the way of formal writing instruction or formal literature instruction, I’d lean toward doing RevtoRev for those areas along with the DITHOR Level 7/8 Book Pack. However, from what you’ve shared thus far, a more independent type program may be needed in those areas for the time being. With that in mind, you could definitely borrow the literature and writing from the World Geography guide to use with RevtoRev. Both may be a challenge, but they would be more independent and be on grade level for high school.

I would do either the BJU Literature or the novels with DITHOR 6/7/8.

If the literature looked too overwhelming in the World Geography guide, you could potentially do just the BJU lit. text without the novels or do just the novels with DITHOR 6/7/8 without the BJU lit. text. Either option would downsize how heavy the literature is but still keep your son moving forward in this needed area.

I would do R & S English 5 all year to cover his bases well and follow up with R & S English 6.

For grammar, I would do English 5 all in one year as planned in RevtoRev. English 5 is a key year in Rod and Staff and will cover his bases well in this area. Even if you stall out and need to take more than one year to do English 5, it is good to keep going on through it until you finish it. It is a terrific level of Rod and Staff. We will definitely want to follow-up with English 6 after that!

I would omit Storytime and do the Extensions.

You can omit the Storytime and do the Extension books instead in RevtoRev for high school. If the reading in the Extension Pack looks too heavy, he could instead do the Storytime books rather than the Extension package. He could look at both sets to see which appeals more.

I would consider doing IPC from World Geography for science.

For science, since you have already done the science in RevtoRev this year, you could consider doing the IPC from the World Geography guide for science as well. This would be a good first year of high school science for your son. If he is headed toward a science degree, he should follow the science path of the high school guides. He could consider doing Physics instead of the Astronomy and Geology for his senior year if desired. But, you will know much more about his interests for college once you get to his senior year.

I would address government later in his junior or senior year.

You could hold off on doing Government for now, as getting formal literature and writing in will be much more important for his first year of high school. If he is college-bound we have to make the lit/comp/grammar a primary focus this year. We can always address the government part later, adding it in his junior or senior year.

I would add Spanish as a foreign language credit.

I would also consider adding the Spanish from World Geography to his day to get him started on needed foreign language. Getting Started with Spanish is short and sweet and an easy way to begin that credit.

So, his credits would be as follows:

U.S. History I (1 full credit)
Fundamentals of Literature/Composition (1 full credit)
Integrated Physics and Chemistry with Lab (1 full credit with lab)
Math (1 full credit Algebra I hopefully)
Spanish I (1/2 credit)
Bible (1/2 credit – if you add additional free time Bible reading to the RevtoRev plans or sub this out with World Geography’s Bible. The World Geography Bible is worth 1 credit but will be quite a bit more intensive. If he liked the Bible in RTR, I would probably stay with the Bible as written in Rev2Rev.)
Fine Arts: Music Appreciation (1/2 credit)



Homeschool mom of 4 who doesn’t want to combine… tips? Scheduling ideas?

Dear Carrie

I am a homeschool mom of 4, and I am not comfortable combining, so what tips or scheduling ideas do you have?

Dear Carrie,

I am a homeschool mom of four children ages 7, 5, 3, 2. I’m excited, and after much research I am set on Heart of Dakota! However, I need some encouragement that it is possible to homeschool four children without losing your sanity. I really want this to be an extension of peace in our home. I’m not comfortable with combining them in the same programs, (2 and 2). So, any tips or scheduling ideas would be greatly appreciated! Thanks!


“Please Help Me with Scheduling Ideas for 4 Without Combining”

Dear “Please Help Me with Scheduling Ideas for 4 Without Combining,”

I’m not sure if you have had a chance to check out the scheduling thread. That may be worth a peek, and you can click here to check it out!

When working with LHTH, LHFHG or Beyond, I like scheduling 30 minutes to do the left side of the daily plans in one sitting for each guide. During this 30 minute session, I start with the history (or Bible) reading first and then end with the box on the left side of the plans that looks like I could get the kiddos started and they could finish on their own. Often that is scheduling the bottom left-hand corner box.

I minimize interruptions by planning ahead, and I teach the 30 minute left side of the guide in the morning.

During that 30 minutes time, I make sure I won’t have interruptions. I don’t answer the phone, put in a load of laundry, or leave the child’s side. Any kiddos who need me come to me, however they are NOT to interrupt unless it’s a severe emergency. I makes sure about scheduling the baby to happily play with toys in his crib or playpen for that 30 minutes. I make sure the older kiddos are working independently. Often scheduling the middle kiddo to listen to a book on tape, to finish his chores, or to do an educational computer game works well. I also try to make sure to get my 30 minutes left side of the guide time in for each of my kiddos in the morning. This takes the pressure off because I’ve already finished a big chunk of the day’s plans by lunch then.

I start with something independent, so I have time for grooming for baby and me.

Since I’m not a morning person, I take that into account and scheduling my kiddos to start with something independent the first part of the day helps. That way, I have time to get the baby (and me) dressed and groomed. I can check everyone’s rooms and make sure everyone has eaten before launching into my teaching for the day. Yet, my kiddos are already underway during that time doing their first subject pretty independently. Additionally, I like scheduling the kiddos to have at least one or more subjects out of the way before joining me for their 30 minute left side session.

I like to to plan 45-60 minutes of playtime for my 4-6 year olds after breakfast.

I do like scheduling my 4-6 year olds to play an extra 45 – 60 minutes in their room after breakfast in the morning too. This gives me time with my olders to quietly work on their tougher subjects before the little ones descend upon us for the day.

We enjoy a morning recess 45 minutes each day and eat lunch together.

We all do still like scheduling a morning recess together for 45 minutes every day. Usually, we typically go out around 11:00. Also, we all eat lunch together, which my oldest begins getting ready while I’m finishing with the youngers. (We keep it very simple following the weekly menu on the fridge).

It also helps to do the LHTH toddler/preschooler earlier in the day so that the little one feels like he/she has had time with mama. Once he’s been with me, he’s more content to go play. Otherwise, that little one is begging for my time all day! Hope these tips help!